LIBRARY OF CONGRESS. 

Chap. Copyright No. 

Shelf.j.Sl.5 



UNITED STATES OF AMERICA. 



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TEACHER'S Manual 



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A New System of Reading. 



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. . . ft . . . 

New System OF Reading 



Translated From the Portugue 



AND 



Adapted to the English in 1893, Oct. 15th, 
MBS. e, e, BReLSFOKD, 

Princeton, Kentucky, 
U. S. A. 

According to the Method 

OF THE 

BARON de MACAHUBAS 

(Dr. Abilio Cesar Borges) 

Barbacenna, Brazil, 

South America. 

1ST OF January, 



n 




OWENSBORO, KY. : 

Messenger Job Printing Co., Printers, Binders, Engraveks. 
1894. 



v^4^ 



Entered according to the Act of Congress in the year 1894, 

By MRS. E. E. BRELSFORD, 

In the office of the Librarian of Congress, at Washington, D. C 



pReFftce. 



'T^HIS system of reading was brought to my notice 

while living in Brazil. I was much impressed by 
its simple, natural method, and after my return to the 
United States, translated and adapted it to the English 
language, feeling it would be of incalculable benefit to 
the children of my own land, and supply a long-felt 
need in education. 

Having had a thorough training, and several years' 
experience in teaching the Kindergarten system, I know 
how necessary it is to have each little hand occupied — 
empty they will get into mischief involuntarily. 

This knowledge prompted me to seek out, devise, 
and invent a new medium of imparting the "Macahubas 
method" of reading by sight and sound, that will doubt- 
less be more satisfactory than unwieldy books, and 
crowded, complicated charts. 

"Give a child a little to learn, and let him learn 
that little well," has be-en well said. 

In the arrangement of the material through, or by 
which the instruction is conveyed, the first thing consid- 
ered is the weakness and smallness of the childish hands, 



A New System of Reading. 



and accordingly have adopted narrow cards that will not 
bend easily or tear, but rest comfortably in the palm of 
the hand, the thumb clasping one side, the rosy fingers 
the other. 

The cards are arranged in groups, six to eight in 
each, connected by ribbon bands top and bottom, held 
together by strings at the back, on which the cards 
revolve. When the lesson is finished the top card may 
be turned underneath until the first is uppermost again. 
This was suggested to me by the inclination (which final- 
ly becomes a habit) of doubling books back, thus injuring 
them, which proves books are not adapted to childish 
needs. The ribbon bmdings are restful and attractive 
to the eye, impressing color, the first series being red, 
the second blue, third yellow, fourth all three of the 
primary colors. 

Only one lesson is placed on the card, just what the 
mind is able to concentrate upon, nothing else to distract 
the attention. 

I have also considered vision in proportion to the 
undeveloped body, and provided large letters half an 
inch in length, gradually diminishing in size through 
the series, the form of the letter is gained correctly in 
the beginning. 

The first readers of two letters, or one syllable is 
followed by the more advanced second reader, going 
over the same ground, a new element, or letter added 
to every lesson, and arranged in groups according to the 
order laid down for a foundation in the first series. 

The last, fourth and fifth readers, are my own 



A New System of Reading. 



thought, and original. I carried the idea still farther 
than the originator of the system. In these two readers 
we have finished sentences, grouped according to the 
order of the consonants in former lessons, each lesson 
introducing a new element, the same old playfellow, or 
letter in a new form. 

The illustrations give a sequence in thought, through 
the family relationship of both the higher, and lower, 
order of animals, the providence of God over all created 
things. His protecting care and love, the fatherhood of 
God. 

Each of the pictures contain an object lesson in 
number up to ten, the second book reviewing the same 
number. Some one has said : "Number, or the science 
of mathematics, is to the mind what religion is to the 
soul." Just here comes a thought to my mind, there are 
ten commandments for the soul, and ten foundation 
numerals for the mind, and in order to our well being 
they must both be well incorporated in the essence of 
man. 

My highest purpose in translating this work and 
giving it to the world, is to benefit our children and re- 
move some of the obstacles that confronts and discour- 
ages them on the thrcsJiold of learning. 

These difficulties over which so many stumble, and 
fail to enter in to hear the voice of instruction, may 
seem insignificant to the thoughtless ; but that does not 
alter facts. 

I shall be satisfied to know I have lightened the 
woes of infancy, checked the rising tear, brought smiles 



A New System of Reading. 



to chase shadows from sunny brows, and cleared the 
pathway, ever so little, where childish feet stray into the 
vast fields of literature. 

I trust my labor may not be in vain, but good be 
accomplished, and the work serve the purpose intended 
by both author and translator. 

MRS. E. E. BRELSFORD, 

Princeton, Kentucky. 
October 15, 1893. 



TOpRIMftRY "JeftCHeRS. 



The author of this method had the conviction it 
would revolutionize completely the old system of teach- 
ing reading, not only in the Portuguese language, hut all 
others, or at least be adapted to many by modifications. 

He claims it will strew (as it were) with flowers the 
path of learning, heretofore so full of difficulties, and 
shadows, that infancy has walked at all times and all 
countries learning to read. 

It is based entirely on natural laws, simple, clear, 
without any artifice, easy to comprehend, and to apply 
with wonderful success, any mother knowing to read can 
teach it. 

If the rules laid down are carefully followed the 
result will be surprising. Twenty-four lessons in Portu- 
guese, and twenty-six in English comprise the course of 
instruction. 



A New System of Reading. 



RULES FOR TEACHIINSG. 



1st. Commence every lesson with the book closed. 
The teacher must dictate the syllables of ever}^ word, 
and pronounce separately every syllable without refer- 
ence to the letters that compose it. 

2d. When the exercise in pronouncing is thoroughly 
impressed on the ear, the teacher will have the book 
opened, and read fnot spell) with them the same words, 
whose syllables they have already gained by sound, they 
will then read with the eyes what they have read with 
the ears. 

3d. The pupil must not read alone, neither study 
previously the lesson until after they have learned to read. 

4th. Never pass from one lesson to another without 
the pupils know the previous one. When a new lesson 
is begun always connect it with the last one, or the one 
just finished. 

5th. The small books of six groups being mastered, 
take up the second book of words, and sentences. After 
this the third book of capitals beginning proper names. 
The pupil is now ready for finished sentences, also be- 
ginning with capitals, in the fourth and fifth readers. 



Advantages of the Sustem Macahubas. 

( Tr-anslated. ) 

This method of reading is the result of patient ob- 
servation, and experience of thirty years' constant prac- 
tice in teaching the young. Of all the methods known 
this is the most simple, and natural ; it employs no 
artifice, or pictures to help. 

The teacher does not explain, the pupils only imi- 
tate the sounds he gives corresponding to every one of 
the simple vowels, and the different position of the vocal 
organs, every one of the consonants combining with 
these same vowels form syllables. 

With many explanations the child gets weary, it 
requires an attention his weak intelligence cannot com- 
mand, he can never get more than he is able to receive. 

This method is delightful, and pleasant, because it 
does not require prolonged attention from the child, 
teaches easily and naturally by the senses, ears and eyes, 
almost without mental force. 

The word spoken precedes the written word ; that 
seems to be universally unknown, or ignored in teaching 
reading, Read as you speak in syllables. Of what use 
is reading not comprehended, it damages both body and 
soul. 



A New System of Reading. 



It is a crime to send a child to a school before it 
completes seven years of age ; it is the cause of weak- 
ness, reduction of statue, and taciturn apathetics. 
Knowledge that should come later will not serve at 'this 
age, when the mind is more vigorous it can be acquired 
in a short time. 

When confronted by all the letters of the alphabet 
at one time, they assume vast proportions to the child, 
and seem like twenty-six ferocious enemies on the por- 
tico of instruction. In this system a knowledge of the 
names of these seeming foes is not so essential ; as the 
contrast given the consonants in their combinations with 
the vowels, with these they form syllables of phronetic 
value. The consonants only serve for mere signs of the 
position of the vocal organs. 

Eighteen reduce themselves to six groups, two the r, 
and h have special positions, the h modifies in a partic- 
ular way the value of the consonants. 

No capital letter is used until the first and second 
series of books are finished. They are not given singly, 
but begin proper names and lastly sentences, and are not 
thrust upon the notice of the child until needed in their 
proper place. 



A New System of Reading. 



The First Series of Consonants. 
first group. 

m. p. b. w. 

In these four consonants the mouth naturally closes, 
and without the least force passes from one to another of 
the syllables. Nothing is heard only the sound of the 
vowels, with which the consonants correspond. M is 
the first consonant, that enters into the formation of the 
first syllable, the child utters when first beginning to 

Pro7to7ince 



speak. T 


he mou 


th closes. 


nothmg more 


and see'. 












m. p. 


b. w. 




ma, 


pa. 


ba, wa, 




me, 


pe, 


be, we. 




mi, 


pi, 


bi, wi. 




mo, 


po. 


bo, wo. 




mu, 


pu. 


bu, wu. 




SECOND 


GROUP. 



d. 1. n. t. 

In the act of combining the consonants with the 
vowels, the mouth partly opens, and the point of the 
the tongue rises just back of the upper teeth. Pro- 
nounce separately and see in the syllables of this group 
of consonants we hardly hear the sound of the vowels: 



A New System of Reading. 





d. 1 


n. t. 




da, 


la. 


na, 


ta, 


de, 


le, 


ne, 


te. 


di, 


li, 


ni. 


ti, 


do, 


lo. 


no. 


to, 


du. 


lu, 


nu, 


tu. 



The mouth is partly open, the point of the tongue 
rising behind the upper teeth, nothing more. 



THIRD GROUP. 



f V. 

In the act of combining these two consonants with 
the vowels, the lips are a little impelled forward, and 
contracted, as if to whistle. The / corresponds to the 
breath used to blow out a candle, — and the v to a rough 
breath, a species of hollow humming produced b}' the 
passage of air between the lips, as you will feel when 
pronouncing one against the other. Here we have the 
sound of the consonants: 

f.... V... 

f a, V a, 

f e, V e. 

f i, V i, 

f o, V 0, 

f u, V u. 



A New System of Reading. • 13 



FOURTH GROUP. 



s z. 

In combining these consonants the mouth is partly 
open, the tongue resting upon the middle, or third part 
of the mouth nearer the palate. The s has a simple hiss, 
and the s a humming produced in the interior of the 
mouth, as you will observe: 

S. . . . z. . . . 
s a, z .a, 



s e. z e, 

s i, z i, 

s 0, z. .... .0, 

s u, z . . n. 

The mouth is partly open, the tongue resting in the 
roof of the mouth. 



FIFTH GROUP. 



J ^• 

These consonants combined with the vowels, the 
mouth is partly open, the back of the tongue resting 
upon the palate, j is another species of humming in 
the interior of the mouth, and the ,v has a special breath: 

j.... X.... 

j a, X a, 

j e. X e, 

j I X i, 

j 0, X 0. 

j u, X u. 



14 A New System of Reading. 



SIXTH GROUP. 



k, q. c, g. 



k, q. 

K has one value when it strikes the vowels, the 
mouth opens still wider, the base of the tongue with- 
drawn, and raised going toward the throat, it has a sud- 
den emission of air like a little explosion. The letter q 
is always accompanied Vith u, never alone; before a and 
o has the sound of k, also i and e\ 

k, q. 

k a, qua, kua, 

k e, quo, kuo, 

k i, 

k 0, qui, kui, 

k u, que, kue. 



c. 

The c when it is strong before a and ;/, has the 
same position in the vocal organs of k, as 

ca ka, 

CO ko, 

cu ku. 

6', when weak, or hissing, has the same of s before 
e and i. c, ce SO, ci si. 



A New System of Reading. 15 



When o- is strong before a and u it has the same 
position in the vocal organs of k, or c hard: 

ga ka, go ko, gu ku. 

The soft sound of g is palatal, it is sometimes silent. 
When strong before e and i has the same position of /: 
ge je, gi ji. 



r. 

In r the mouth is partly open, the point of the 
tongue strongly pressing against the palate, and vibrat- 
ing by vigorous emissions of air: 

ra, re, ri, ro, ru. 

r a, r....at, r soft has 

r . . . . e, r . . . . ed, only one 

r . . . . i, r . . . . il, vibration as 

r 0, r ole, pat - tern. 

r u, r ule, pat - ron. 

The r double has strong value, as : hor-rid, hor-ror. 
In the English r is not trilled, or given more than one 
vibration, but according to the latest accepted theory, it 
is necessary to beauty of language. Trill at the (the r) 
beginning, ending and stronger in the middle of a word. 

h. 

♦ This consonant has no position in the vocal organs, 
and little phonetic value, but modify in a particular way 
the value of the consonants 

c and p. 



1 6 A New System of Reading. 



Ch has the value of s, as : in Charlatan, and /' in 
chaos. pJi has the value sometimes /, sometimes /: 

pha fa, phe fe. 

phi f i, pho f 0. 

Other combinations of the consonants : bl, br, cl, 
cr, dr, f 1, fr, gl, gr, gn, pi, pr, tr. 

When these double consonants are pronounced we 
employ rapidly the positions of the vocal organs by two 
consonants with one vowel, but the vowel is more prom- 
inent, as you will see : bla, bra, c^a, era, dra, f la, 
fra, gia, gna, gra. pla, pra. 



y- y- 

In English J/ has the value of a vowel and a conson- 
ant, and is left to the last in the study of letters; it is 
little used, Every one of the vocal organs are brought 
into use by speaking it. 

The pupils now know how to read (not spell) inde- 
pendent of a knowledge of the Capital letters, but will 
now learn by simple contrast of capitals and the small 
letteio. 

Capitals not being employed only in proper names, 
and the beginning of sentences, there is no need to learn 
them sooner, and only by contrast, as : 

Abel, Beeler, Celia, Deane, Eoline, Fannie, 

George, Horace, Irene, Jane, Kate, 

Lelia, etc., etc. 



